This document provides guidance on creating weekly home learning plans and individual learning monitoring plans. It contains 4 activities: 1) Differentiating weekly home learning plans from individual plans and creating a sample of each. 2) Creating a weekly home learning plan for one's class with specified components like learning areas, tasks, and timeframes. 3) Comparing the purpose, users, and requirements of weekly versus individual plans using a table. 4) Creating an individual learning monitoring plan for a learner having difficulties to identify support needed. The document emphasizes the importance of guidance, feedback, and adaptation for learners in different learning delivery modes.

1. LESSON 3:
GUIDING AND MONITORING
LEARNERS IN THE DIFFERENT LDMS

2. 1. differentiate a weekly home learning plan from an
individual learning monitoring plan
2. create a weekly home learning plan
3. create an individual learning monitoring plan
By the end of this lesson, you will be able to:

3. KEY TOPICS/ CONCEPT
individual learning monitoring plan;
insignificant progress; intervention
strategies; learning area; learning task;
learner's needs; learner's status;
mastery; MELCs; mode of delivery;
significant progress; weekly home
learning plan

4. RESOURCES REQUIRED
✓ Appendix D of DepEd Memorandum DM-CI-2020-00162
✓ Individual Learning Monitoring Plan Template
✓ Sample Weekly Home Learning Plans
✓ Lesson 3 Activity 1 Answer Key
✓ Lesson 3 Activity 3 Answer Key
✓ Study Notebook

5. Answer the sample quiz below. Read and match the descriptions in column A
with the terms in column B. Write your answers in your Study Notebook.
Column A Column B
1. These are the knowledge, understanding, skills, and
attitudes that learners need to demonstrate in every A. learning area
lesson and/or learning task.
2. These are the formative learning opportunities given to B. mode of delivery
learners to engage them in the subject matter and to
enhance their understanding of the content. C. learning competencies
3. This refers to the prescribed subject that learners take.
4. This refers to the method of submission of learning D. learning task
outputs preferred by the learner/parent based on their context.
ACTIVITY 1 (Check-up Activity)

6. The check-up activity introduced you to the key components
of a Weekly Home Learning Plan (WHLP), namely, the learning
area, learning tasks, learning of delivery. The WHLP serves as a
guide for your learners each week when they do independent
study at home (DepEd, 2020). It outlines the learning tasks
that learners need to do, using the SLM, in order for them to
attain the most essential learning competencies (MELCs).

7. The learning tasks may be as detailed like those in
the SLMs as shown in Home Learning Plan for Blended
Distance Learning or may just refer learners to the lesson
number and/or activity number in the SLM as shown in the
Sample Weekly Learning Plan for Modular Distance Learning
and for Online Distance Learning.

8. The WHLP also trains learners t
o take responsibility for their o
wn learning as they follow the p
rescribed schedule in the plan.
Remember also that part of gui
ding learners is to give enhance
ment or remediation activities
when needed and when possibl

9. Read items 1 to 6 of the Appendix D of the DepEd Memorandum
DIV-CI-2020-00102 which discusses what WHLPs and Individual
Learning Monitoring Plans (ILMPs) are. After that, view the three
Sample Weekly Home Learning Plans.
Now, based on what you have read, create a WHLP for your class.
ACTIVITY 2 ( Creating a WHLP)

10. Take note of the following when creating your WHLP:
• For grade levels where learning areas are taught by
different teachers, coordinate, plan, and discuss the W
HLP with the learning area teachers.
• Adjustments should be made on the timeframe for
accomplishing the learning tasks if there are any sus
pensions of classes due to calamities (DepEd. 2020)
• Enjoyable learning activities scheduled on Saturdays
such as designing portfolios, should also be reflected
in the WHLP.

11. Take note of the following when creating your WHLP:
• Be guided by the recommended screen time for learners set by the
American Academy of Pediatrics (AAP) and the World Health
Organization are as follows:
» Key Stage 1 (K to 3) - at most one hour daily for Kindergarten and one
hour to 1.5 hours for Grades 1 to 3
» Key Stage 2 (Grades 4 to 6) - up to two hours
» Key Stage 3 (Grade 7 to 10) - up to two hours for Grades 7 and 8 and
up to four hours (two in the morning and two in the afternoon)
for Grade 9 and 10
» Key Stage 4 (Grades 11 to 12) – at most four hours ( 2 hours in the mor
ning and 2 hours in the afternoon

12. .
ACTIVITY 3 ( ILMP & WHLP)
Read items 7 to 11 of the Appendix D of DepEd Memorandum DM-C1-202
0-00162. After you read the guidelines on creating an ILMP, copy and
fill out the table below in your Study Notebook to see how the ILMP differs
from the WHLP.
Weekly Home Learning
plan (WHLP)
Individual Learning monitoring
Plan (ILMP)
Purpose
For whom?
Components
Has to be communicated
to parents?

13. ACTIVITY 4 ( Creating ILMP)
Assume that after going through the outputs submitted by
your learners, one of them has problems completing the
learning tasks for the first two weeks. Think of a possible
difficulty the learner may have encountered in accomplishing
the learning tasks. Apply what you have learned about ILMPs in
Activity 3 and create an ILMP for that particular learner who
lags behind. Read and use the Individual Learning Monitoring P
lan Template. Consider the components of the ILMP that were
described in Activity 3.

14. • There are no perfect lessons, but with careful
planning, reflection, and continuous adaptation befo
re, during, and after lesson delivery, you will be able
to design lessons with your best efforts, and
maximize learning in this new context.
• It is important for teachers to keep track of how the
students are doing, get feedback from the learners
(learners' self-assessment), and from the learning
facilitators or household partners, in order to contin
uously improve lessons and provide support for
learners as they learn.
Before leaving this module, take note of the
following key messages:

15. • One way of getting feedback from learners is by co
mmunicating regularly with them and their families.
As teachers, you need to make your presence felt, a
nd send the message to the learners that they are n
ot alone in this situation. This will greatly help them
stay motivated.
• As teachers, you are part of a larger community of
learners, and would need support from your
Coaches, School Heads, and fellow teachers as you a
dapt to the new normal.
Before leaving this module, take note of the
following key messages:

16. Congratulations
for completing Module 3A
You are now ready FOR Module
3B!